Planning for Increased Accessibility of Technology-based or Enhanced Instruction Kevin Price Center for Assistive Technology & Environmental Access (CATEA) Georgia Institute of Technology

Developing a Plan

Getting Started  Establishing your small team and its communication.  Introduce planning process to colleagues and other stakeholders.  Identify and modify tools to use in your particular environment.  Be aware that the Southeast DBTAC is available with speakers, ideas, resources.

Seven Step Planning Process  Planning Form to document progress.  Reproduce form and format to fit your needs.  Helps produce a central file of information to record progress.  Use in combination with the detailed Accessibility Checklist.

Step One  Ask teachers and technology support staff about hardware, software, and Internet resources that are used as part of the general school/district at each grade level.

Step Two  Ask students with disabilities, their parents, teacher, para-professionals and/or other “local experts” about student needs, barriers, and recommendations regarding the access and use of information technologies.

Step Three  Identify staff in your school, district, or state that handle the selection, purchase, and support of accessible and/or assistive technology.  Define roles/responsibilities for staff.

Step Four  Identify state, district, and school accessible and/or assistive technology policies.

Step Five  Implement procedures for routinely considering accessibility features when selecting software or technologies.

Step Six  Update training for teachers and other staff regarding accessible and assistive technologies.  Base objectives and timeline on staff needs.

Step Seven  Assess student proficiency in using AT and other information technology.  Develop plan for providing training as needed to students.